Unit 3 Travel plans Lesson 2 教学设计+教学实录（含反思）

Unit
3
Lesson
2
Travel
plans教学设计
课例类型
会话课
教学主题
Travel
plans
教材及年级名称
人教版新起点四下
单元
Unit3
教学理念
“会话课”英语教学中一个非常重要的课型。教师需要从学生的生活实际和已有知识出发,创设情境，帮助学生理解、听懂、模仿，最后能在相似的情景中初步运用所学的英语结构进行交流。本单元的主题是“旅行计划”，通过询问“Where
is
it?What
can
we
do
in
Sanya?Do
you
want
to
go
to
Sanya
this
summer
vacation?”让学生自然卷入其中，自然导入本课功能句型：“Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...”并学习。最后通过make
a
survey,为学生创设真实的情景，进行真实的交流。最终培养学生的综合语言运用能力。
教学内容
本课选自人教版新起点四年级下册
Unit3
“Travel
plans”第二课时，包括Part
A
Look,
Listen
and
repeat,
B
do
a
survey
and
report,
C
let’s
write.
A部分借助对话录音和图片呈现四个功能句型：Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...,
通过让学生看，听，说，演，做等途径来感受并学习这些句型在交际情境中的运用。B
部分通过读对话填表格，帮助学生熟悉这些句型，并体会这些句型在交际情境中的运用，以及在实际交际情境中运用。C部分为让学生根据所给的信息提示，选择本课所学句型完成句子，同时强化良好的书写习惯。
学情分析
学生特点：四年级学生学习英语的兴趣较为浓厚，有积极参与课堂活动的热情,敢于发表自己的见解,愿意与他人进行交流。对图文并茂,集知识性、趣味性、生活化于一体的教学资源非常感兴趣。知识基础：学生在四年级上册Unit3学习了表示交通方式的短语：by
car、ship，subway，train，boat，plane，on
foot等；在四年级下册Unit2学习了询问问路的句型及回答：How
can
I
get
there?
You
can...；在四年级下册Unit3
lesson2学习了表示活动项目的词汇和短语：ski，eat
seafood，visit
the
Mogao
Cave，row
a
boat，visit
the
Great
Wall，take
photos等,这些句型、词汇、短语的学习都为这节课的顺利学习打下了良好的知识基础。能力起点：经过三年多的学习，学生能够在图片、手势等帮助下，听懂简单的话语。能听懂老师的指令，能够较好地与同伴合作，用英语进行交流。
教学目标
知识与技能目标：1.能够听懂、理解、会说本课的对话；2.能够听懂、会说询问某人想去某地的问句和答句:Where
do
you
want
to
go?
I
want
to
go
to...及某人在某地想做什么事的问句和答句：
What
do
you
want
to
do
there?
I
want
to....能力目标：1.能够在一定的情境中初步运用功能句型:Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...;进行问答；2.能够运用功能句进行调查；3.能够正确规范地书写功能句型。Where
do
you
want
to
go?及What
do
you
want
to
do
there?的答句情感目标：引导学生根据自己的真实情况，合理安排旅行计划
教学重难点
在一定的情景下运用本课核心句型：Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...,进行问答。Vacation的发音
。
教学辅助
多媒体、课件、图片
教学方法
自主学习、合作学习、探究学习；
教学步骤
教学活动
设计意图
Step1
Warm-up
Activity1：GreetingT:
Good
morning,
boys
and
girls.S:
Good
morning.
Miss
He
Activity2：Sing
a
songT:
Everyone,stand
up,
show
me
your
hands,
let’s
sing
a
song.S:
I
want
to
visit
the
Great
Wall
I
want
some
Beijing
duck,..
So
let’s
go
to
Beijing.
热身阶段安排了两个活动，能够迅速拉近师生关系，营造轻松和谐的氛围，调动学生的学习兴趣，并聚焦于本课话题“Travel
plans”。
Step
2
ReviewStep3
lead-in
1.Free
talk
T:Look
at
this
beautiful
picture.
Where
is
it?Ss:It’s
Sanya.T:What
can
we
do
in
Sanya?S1:We
can
eat
seafood.S2：We
can
swim
in
the
sea.S3:...T:So，we
can
do
many
things
,do
you
want
to
go
to
Sanya
this
summer
vacation?S：Yes/
No.T:Why?S:because...T:How
can
we
get
there?
S1；We
can
get
there
by
car.S2:We
can
get
there
by
train.S3:...介绍评价方式T:
Ok,
today
we
go
to
Sanya
by
plane,
let’s
do
a
competition“Which
group
arrive
first.
the
one
is
winner.”呈现主情境图:
Ask
questions:T:
Now,
look
this
picture.
Who
is
he?
S1:Andy.T:Who
is
she?S2:Andy’s
mother.T:What
are
they
doing?S3:They
are
talking
travel
plans
通过师生问答激活旧知，What
can
we
do
in
Sanya?Ican
eat
seafood...并通过Do
you
want
to
go
to
Sanya
this
summer
vacation?
让学生迅速卷入本课的学习。介绍评价方式，激发学生的好胜心及兴趣。学生认真观察图片思考、回答问题，并给出依据，培养学生的读图能力。引出本课话题：Travel
Plans
Step4
Presentation
1.Discuss
in
four.T:
So，where
does
Andy
want
to
go
this
summer
vacation?
Four
people
discuss.
S1+S2+S3+S4:
Discuss.
T:
Who
want
try?S1:he
wants
to
go
to
Sanya.S2:...2.听音验证.T:Maybe,let’s
listen
and
find
the
answer.（第一遍听音频，无字幕）T:再抽人答S1:
he
wants
to
do
to
Sanya.S2:
....3.听音跟读.
T:
Now,
girls
stand
up,
try
to
read
like
mother（播放Mother的音频）Girl:
Where
do
you
want
to
go
this
summer
vacation（板书句型）T:now,boys
stand
up,
try
to
like
Andy（播放Andy的音频）Boys:
I
want
to
go
to
Sanya（板书句型）T:
Wonderful,
this
summer
vacation,
do
you
know?（PPT呈现7，8月份图）Ss:暑假.T:
Summer
vacation,
summer
vacation,暑假，暑假，go.Ss:
Summer...T:
How
about
this
one?
（PPT呈现1，2月份图）Ss:
Winter
vacation.
4.Discuss
in
four.T:
We
know
Andy
wants
go
to
go
to
Sanya.
Why?
What
does
Andy
want
to
do
there?
Four
people
discuss.
S1+S2+S3+S4:
Discuss.
T:
Who
want
try.S1:
He
wants
to
swim
in
the
sea
and
eat
seafood.S2:...
S3:...5.听音验证.T:
Maybe,
let’s
listen.（播放动画，无文字）T:再抽人答S1:
He
wants
to
swim
in
the
sea
and
eat
seafood.
S2:...
听音跟读.
T:
Excellent,
goup1+2
stand
up,
try
to
like
Mother（播放Mother的音频）Group1+2:what
do
you
want
to
do
there?
（板书句型）T:
Very
good,
group3+4
stand
up,
try
to
like
Andy.
（播放Andy的音频）Group3+4:
I
want
to
swim
in
the
sea
and
eat
seafood.
（板书句型）
学生观察图片，根据图片进行猜测、回答。培养学生图文解码能力。四人小组合作，降低难度，也为孩子们提供更多的口语练习机会。培养学生听的能力纯正的语音熏陶，有利于形成正确的语音和语调
运用月份图片的支撑和教读的方式，学生能够更容易、理解会说寒暑假。学生观察图片，根据图片进行猜测、回答。培养学生图文解码能力。四人小组合作，降低难度，也为孩子们提供更多的口语练习机会。培养学生听的能力纯正的语音熏陶，有利于形成正确的语音和语调
Step5
Practice
Activity1:
Repeat.T：Today,
Andy
and
her
mother
wants
to
go
to
travel.Mother
says____（指着相应的句型）Ss:
Where
do
you
want
to
go
this
summer
vacationT：Andy
says_____Ss:
I
want
to
go
to
Sanya.T：Mother
says_____Ss:
What
do
you
want
to
do
there?T：Andy
says_____Ss:
I
want
to
swim
in
the
sea
and
eat
seafood.Activity2:
Listen
and
repeat
T：Open
your
book,
turn
to
page
25,let’s
listen
and
repeat.
Finger,
point
it.(play
the
tape)Ss：Listen
and
repeat.Activity3:自读T:
Now,
read
the
passage
by
yourself
one
minute.Ss:
ReadActivity4:
Role-playT:
Now,
practice
in
pairsS1+S2:...T:
Who
want
to
try?S1+S2:...S3+S4:...Activity5：Make
a
survey
and
report.T:
Ok,let’s
do
a
survey,
look
carefully
and
answer
my
questions.（播放动画）Ss:
look.T:
Who
is
he?Ss:
BillT:
Where
does
Bill
want
to
go?Ss:
He
wants
to
go
to
Dunhuang.T:
What
does
Bill
want
to
do
there?S:
He
wants
to
visit
the
Mogao
Caves.T:
So,Bill
wants
to
go
to
Dunhuang
with
his
parents,
they
want
to
visit
the
Mogao
Caves.T:
Now,
finish
PartB,
like
this,
What’s
your
name?S1:MarkT:
Hello,Mark,where
do
you
want
to
go
this
summer
vacation?S1:
I
want
to
go
to
Beijing.T:
What
do
you
want
to
do
there?S:
I
want
to
visit
the
Great
Wall.T:
Now,
do
the
survey
in
pairs.S1+S2:
Practice
T:
Who
want
try?S1+S2:..S3+S4:...
在板书和老师的提示下，对Andy的旅行计划进行完整的描述，再次建构旅行计划的语言表达逻辑框架。文本的整体输入，有利于学生对文本的整体构建。纯正的语音熏陶，有利于形成正确的语音和语调学生自读课文，内化本课所学内容。角色扮演游戏，为学生提供操练的平台，练习口语的机会。也增加了学习兴趣，也是对学生是否掌握本课核心知识的反馈。Make
a
survey这个活动为学生创设真实的语言交流环境，学生在调查采访同伴的过程中，真实地运用本课的功能句型，是有意义的操练。通过师生问答，帮助学生理解Part
B的内容，培养学生图文解码能力先师生示范，降低学生的难度。
Step6
Extension
Enjoy
some
pictures
of
scene
in
other
cities.
Make
your
own
travel
plan
欣赏其他国家城市的景色，渗透世界的美丽。学生根据自己的真实情况，制定合理的旅行计划。
Step7
Homework
1.
Listen
and
repeat.2.
Introduce
your
travel
plans
to
your
parents.
板书设计：
Unit
8
Travel
plans
Lesson2
Mother（头饰）：Where
do
you
want
to
go
this
summer
vacation?
Andy（头饰）:I
want
to
go
to
Sanya.
Mother（头饰）：What
do
you
want
to
do
there?Andy
（头饰）：I
want
to
swim
in
the
sea
and
eat
G1
G2
G3
G4
seafood.
教学反思
在这堂课结束后，我总结了以下几点：
一
好的方面：
1.创设各种情景：用歌曲和图片等创设了一个去三亚旅游的情境，并通过描绘在三亚的各种活动，比如：swim
in
the
sea
and
eat
seafood等，让学生身临其境；利用歌曲，动画，微笑，语音语调及图片等创设民主、有趣、和谐的学习气氛，激发他们的学习兴趣。
2.鼓励学生，大胆的使用英语，对他们在学习过程中的英语和错误采取宽容的态度。当让他们猜测Andy这个暑假想去哪儿时，有人回答的是Beijing，在这时，我是表扬了孩子并请他坐下；当孩子在两人一组展示时，某些单词发音有问题的时候，先表扬了孩子，在纠正的发音。
3.为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间，比如，自己观察主情境图猜测文章大意以及两人一组角色扮演展示。
4.鼓励学生，通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。比如不断地让孩子听无字幕的动画及音频，抽人回答问题，男女角色扮演读，分组角色扮演读，和完成书写练习。
5.创设条件让学生能够探究他们自己的一些问题，并自主解决问题。比如，两人一组做调查时，其中的一人说自己暑假想去哪儿以及原因
6.把英语教学与情态有机会结合起来，创设各种合作学习活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。比如：两人一组角色扮演展示；当某个人发言，就奖励他所在那一组；当某一组表现好，就奖励那一组。
7.关注学习有困难的或性格内向的学生，尽可能的为他们创造语言的机会。我们班上有些孩子学习不是很好，当他们举手时，我第一时间请这些学生。
8.教学中，注重交际活动。PartA和PartB语言训练中常开展二人活动。
二.不足的地方：
1.设计的教学内容太多以至于每个环节都很匆忙，没有给学生留下充分活动、感知、体验的时间。
2.运用教学语言不够熟练，出现了几次口误。这是不应该的，因为在这节课中明辩质量和重量的区别对教师来说是很重要的。
三
改进措施：
1.教学设计应更严密、更科学。尤其要预留出学生活动的时间。
2.实行弹性教学，在本节课未能充分进行的环节移到练习课上加以延伸。应多找几组同学，使学生充分感知。
3.提高自己的教学素养，提高自己教学语言表达能力。多听、多学、多练。
教学实录
Unit
3
Lesson
2
Travel
plans
一
教学理念：
“会话课”英语教学中一个非常重要的课型。教师需要从学生的生活实际和已有知识出发,创设情境，帮助学生理解、听懂、模仿，最后能在相似的情景中初步运用所学的英语结构进行交流。本单元的主题是“旅行计划”，通过询问“Where
is
it?What
can
we
do
in
Sanya?Do
you
want
to
go
to
Sanya
this
summer
vacation?”让学生自然卷入其中，自然导入本课功能句型：“Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...”并学习。最后通过make
a
survey,为学生创设真实的情景，进行真实的交流。最终培养学生的综合语言运用能力。
二
教学内容：
本课选自人教版新起点四年级下册
Unit3
“Travel
plans”第二课时，包括Part
A
Look,
Listen
and
repeat,
B
do
a
survey
and
report,
C
let’s
write.
A部分借助对话录音和图片呈现四个功能句型：Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...,
通过让学生看，听，说，演，做等途径来感受并学习这些句型在交际情境中的运用。B
部分通过读对话填表格，帮助学生熟悉这些句型，并体会这些句型在交际情境中的运用，以及在实际交际情境中运用。C部分为让学生根据所给的信息提示，选择本课所学句型完成句子，同时强化良好的书写习惯。
学情分析：
1.学生特点：四年级学生学习英语的兴趣较为浓厚，有积极参与课堂活动的热情,敢于发表自己的见解,愿意与他人进行交流。对图文并茂,集知识性、趣味性、生活化于一体的教学资源非常感兴趣。
2.知识基础：学生在四年级上册Unit3学习了表示交通方式的短语：by
car、ship，subway，train，boat，plane，on
foot等；在四年级下册Unit2学习了询问问路的句型及回答：How
can
I
get
there?
You
can...；在四年级下册Unit3
lesson2学习了表示活动项目的词汇和短语：ski，eat
seafood，visit
the
Mogao
Cave，row
a
boat，visit
the
Great
Wall，take
photos等,这些句型、词汇、短语的学习都为这节课的顺利学习打下了良好的知识基础。
能力起点：经过三年多的学习，学生能够在图片、手势等帮助下，听懂简单的话语。能听懂老师的指令，能够较好地与同伴合作，用英语进行交流。
三
教学目标：
1.知识与技能目标：
（1）能够听懂、理解、会说本课的对话；
（2）能够听懂、会说询问某人想去某地的问句和答句:Where
do
you
want
to
go?I
want
to
go
to...及某人在某地想做什么事的问句和答句：
What
do
you
want
to
do
there?
I
want
to....
2.能力目标：
（1）能够在一定的情境中初步运用功能句型:Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...;进行问答；
（2）能够运用功能句进行调查；
（3）能够正确规范地书写功能句型。Where
do
you
want
to
go?及What
do
you
want
to
do
there?的答句。
3.情感目标：
（1）欣赏其他国家的文化.
（2）引导学生根据自己的真实情况，合理安排旅行计划。
四
教学重难点:
在一定的情景下运用本课核心句型：Where
do
you
want
to
go?
I
want
to
go
to...;
What
do
you
want
to
do
there?
I
want
to...,进行问答。
五
教学步骤：
Step1
Warm-up
Activity1：Greeting
Activity2：Sing
a
song
Step2
Review
1.Free
talk
T:Where
is
it?
T:What
can
we
do
in
Sanya?
T:So，we
can
do
many
things
,do
you
want
to
go
to
Sanya
this
summer
vacation?
T:Why?
T:How
can
we
get
there?
介绍评价方式
T:
Ok,
today
we
go
to
Sanya
by
plane,
let’s
do
a
competition“Which
group
arrive
first.
the
one
is
winner.”
Step3
lead-in
呈现主情境图:
Ask
questions:
T:
Now,
look
this
picture.
Who
is
he?
T:Who
is
she?
T:What
are
they
doing?
Step4
Presentation
1.Discuss
in
four.
T:
So，where
does
Andy
want
to
go
this
summer
vacation?
Four
people
discuss.
T:
Who
want
try?
2.听音验证.
T:Maybe,let’s
listen
and
find
the
answer.（第一遍听音频，无字幕）
T:再抽人答
3.听音跟读.
T:
Now,
girls
stand
up,
try
to
read
like
mother（播放Mother的音频）
Girl:....（板书句型）
T:now,boys
stand
up,
try
to
like
Andy（播放Andy的音频）
Boys:....（板书句型）
T:
Wonderful,
this
summer
vacation,
do
you
know?（PPT呈现7，8月份图）
T:
How
about
this
one?
4.Discuss
in
four.
T:
We
know
Andy
wants
go
to
go
to
Sanya.
Why?
What
does
Andy
want
to
do
there?
Four
people
discuss.
T:
T:
Who
want
try.
5.听音验证.
T:
Maybe,
let’s
listen.（播放动画，无文字）
T:再抽人答
听音跟读.
T:
Excellent,
now,
Group1+2
stand
up,
try
to
like
mother.
（播放Mother的音频）
Group1+2:..（板书句型）
T:
Very
good,
Group3+4
stand
up,
try
to
like
Andy.
（播放Andy的音频）
Group3+4:...
（板书句型）
4.Discuss
in
four.
T:
We
know
Andy
wants
go
to
go
to
Sanya.
Why?
What
does
Andy
want
to
do
there?
Four
people
discuss.
T:
Who
want
try.
Step5
Practice.
Activity1:
Repeat.
T：Today,
Andy
and
her
mother
wants
to
go
to
travel.
Mother
says____（指着相应的句型）
Andy
says_____
Mother
says_____
Andy
says_____
Activity2:
listen
and
repeat.
T：Open
your
book,
turn
to
page
25,let’s
listen
and
repeat.
Finger,
point
it.(play
the
tape)
Activity3:自读
T:
now,
read
the
passage
by
yourself
one
minute.
Ss:
read
Activity4:role-play
T:Now,
practice
in
pairs
T:Who
want
to
try?
Activity5：Make
a
survey
and
report.
1.观看视频
T:Ok,let’s
do
a
survey,
look
carefully
and
answer
my
questions.（播放动画）
2.回答问题
T:Who
is
he?
T:where
does
Bill
want
to
go?
T:what
does
Bill
want
to
do
there?
T:so,Bill
wants
to
go
to
Dunhuang
with
his
parents,
they
want
to
visit
the
Mogao
Caves.
3.师生示范
T:
Now,
finish
PartB,
like
this,
What’s
your
name?
T:
Hello,Mark,where
do
you
want
to
go
this
summer
vacation?
T:what
do
you
want
to
do
there?
4.两人合作问答，分享旅行计划
T:
Now,
do
the
survey
in
pairs.
T:
Who
want
try?
Step6
Extension
1.Enjoy
some
pictures
of
scene
in
other
cities.
2.Make
your
own
travel
plan.
Step7
Homework.
1.Listen
and
repeat.
2.Introduce
your
travel
plans
to
your
parents.
板书设计：
Unit
8
Travel
plans
Lesson2
Mother（头饰）：Where
do
you
want
to
go
this
summer
vacation?
Andy（头饰）:I
want
to
go
to
Sanya.
Mother（头饰）：What
do
you
want
to
do
there?
Andy
（头饰）：I
want
to
swim
in
the
sea
and
eat
G1
G2
G3
G4
seafood.
三亚景色图
三亚景色图